Independent Student Learning Weekly Tasks Comment by mac: Comment by mac: Comment by mac:

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Task 1 Session 2 Principles of teaching listening and speaking skills: differences between listening and spoken language, listening processes and the conventions of spoken language

Choose two of the following sources to read and make connections to your input session: The characteristics of spoken language http://miguelbengoa.com/elt/?p=60Speaking sub-skills http://miguelbengoa.com/elt/?p=62Listening processes http://www.au.af.mil/au/awc/awcgate/kline-listen/b10ch3.htm

Task2 Session 3 Principles of teaching listening and speaking skills: communication processes and factors affecting listening and speaking skills

Read the sample chapter and note how using strategies can affect the listening process in a positive wayhttp://www.pearsonhighered.com/samplechapter/0131720066.pdf

Task 3 Session 4 Developing listening and speaking: identifying listening and speaking skills and integrating listening and speaking skills

Review the listening and speaking sub-skills at the locations below. After reading about the sub-skills for each, take note of any similarities and differences.

Listening sub-skills http://miguelbengoa.com/elt/?p=86Speaking sub-skills http://miguelbengoa.com/elt/?p=62

Task 4 Session 5Developing listening and speaking: Techniques for teaching listening and speaking skills

Use the web page below, especially the sections teaching Ideas/activities and Assessment Ideas to preview a range of teaching options for developing speaking skills http://languageandliteracytheoryandpractice.wikispaces.com/Integrating+Oral+Communication+Skills+into+Everyday+Learning

Now you have some ideas about teaching techniques for speaking skills, go to the website below and choose one listening topic from the following categories; easy, medium and difficult. As you look at the listening tasks, evaluate what the learners are being asked to do. What techniques are involved? http://www.esl-lab.com/ You can also evaluate a lesson plan and materials, which aim to encourage learners to listen. How does the teacher want learners to process the information? What do they do with it and how do they do it? Download the lesson plan and work sheets from the links below:Lesson planhttp://www.teachingenglish.org.uk/sites/teacheng/files/all-about-me-lesson-plan.pdfWork sheets http://www.teachingenglish.org.uk/sites/teacheng/files/all-about-me-worksheets.pdf

Task 5 Session 6

Planning for teaching listening and speaking: principles of lesson planning, lesson plan format and pedagogical principles

After your input session, choose two out of the three topic areas below to explore further. Principles of lesson planningView the suggestions on how to write and effective lesson plan.http://712educators.about.com/od/lessonplans/ht/lessonplans.htmRead the short chapter on planning principles and think about your responses to the discussion questions at the end. http://www.princeton.edu/~pia/TEFL.pdf

Lesson plan formatView the range of lesson plan formats available for teachers to use on the page below. Pick a sample of contrasting formats and look through them. How does the plan position what the teacher does and what learners do? Are there any built in assumptions? What approach or method might the plan suggest is used, e.g., PPP or TBL? Does the plan identify potential problems ahead of time and suggest solutions? http://www.google.com.my/search?q=lesson+plan+format&hl=en&client=safari&tbo=u&rls=en&tbm=isch&source=univ&sa=X&ei=SUy4UPfKJYeNrgeD4oDgDg&ved=0CDYQsAQ&biw=1366&bih=587

Pedagogical principlesRead the key points in the chapter from Teaching Listening and Speaking, Richards (2008). This is a useful book and a key text; so, it will be worth downloading for your reference. http://www.cambridge.org/other_files/downloads/esl/booklets/Richards-Teaching-Listening-Speaking.pdf

Task 6 Session 7 Planning for teaching listening and speaking: principles of lesson planning, lesson plan format and pedagogical principles

Download and read the two lesson planning guides from The Times Educational Supplement. You will need to register with your e -mail address to be able to do this. http://www.tes.co.uk/teaching-resource/Lesson-Design-and-Planning-6074051

Further and more detailed guides in Power Point format are available from the same author at: http://www.tes.co.uk/teaching-resource/Lesson-planning-part-1-and-2-6074052/event/22/

By now you should have a very full picture of planning and planning principles. Keep these resources so that you can use them for your micro- teaching and practicums later on.

Task 7 Session 8Planning remedial and enrichment activities: designing remedial and enrichment activities, phonological awareness, drama, story telling, and elocution.

Designing remedial and enrichment activitiesThe web page below make some interesting contrasts between the nature and purpose of remedial and enrichment activities. Read and note how the two items differ in principle. http://kopidangula.blogspot.com/2011/07/remedial-vs-enrichment-material.html

The Government of Hong Kong Education Bureau website has an extensive section on remedial learning needs, strategies and materials. http://www.edb.gov.hk/index.aspx?nodeID=2607&langno=1

Task 8 Session 9Selection and adaptation of materials and activities.

Principles of selection and adaptation View the slideshow below, which discusses the pros and cons of materials selection and adaptation. Note the principles suggested by the author in the second part of the presentation. http://www.slideshare.net/maxyfelix/material-adaptation

Criterion for evaluation of materials Use the quick view link below to read a well presented set of criteria for evaluating text books or any learning materials. https://docs.google.com/viewer?a=v&q=cache:F0dDHbBPbyAJ:59.74.71.99/2009/yyjy/jiaoan/Unit%252014.doc+selecting+and+adapting+teaching+materials&hl=en&gl=my&pid=bl&srcid=ADGEESh6Z5eqSvn0NzkPWM2AYVdOsuV821GZP1F4-tszk89OJGb0sEPDPWzApczlDXoJrfhvQKNJKwegatVKfRr7ywg4YOax1E-xLHlFP4leZtbHrfbuf6f2d8DvWyDp0XESgiCm0gBF&sig=AHIEtbTtXwFDBBzPg4Xw42suU3ZCCeJ_Zg

Task 9 Session 10Selection and adaptation of materials and activities

Devise listening and peaking tasks based on selected learning outcomesAs you read the following article, pay special attention to the principles and ideas on page 553, where Marand (2011) discusses the importance of considering your learners intellectual and emotional needs, as well as how you want students to learn. This second aspect, of how you want students to learn, is important because your ideas on how learning should take place will shape the way you design materials and tasks. Therefore, if you are predominantly designing materials and tasks for choral drilling or whole class work, you will not be developing learners communicative competence. http://www.eurojournals.com/EJSS_22_4_09.pdf

Task 10 Session 11Selection and adaptation of materials and activities

Devise listening and peaking tasks based on selected learning outcomesRead the action research project and note the following: how the learners are profiled what are they expected to be able to do? And, how the tasks are designed in order to guide and support learners to meet the profile needs.http://www.lancsngfl.ac.uk/curriculum/assessment/download/file/http___www.lancsngfl.ac.uk_curriculum_assessment_getfile.php_src=658_Key+Stage+1+Speaking+and+Listening_1.pdf

Task 11 Session 12 Assessing listening and speaking skills

Assessment strategiesAs you read the report by Jun, Osterwalder and Wipf (2000) note how the researchers devised criteria for evaluating the qualities of thoughtful listeners and effective speakers. This is important as it clearly demonstrates teachers need to have criteria in mind while designing assessment tasks and match these criteria against expected learning outcomes. http://www.mcdowellfoundation.ca/main_mcdowell/projects/research_rep/52_teaching_assessing.pdf

Giving feedback and support Read the article on supporting learning with feedback by Watkins (2010) and note the suggestions he makes for learner training in relation to feedback.http://blog.nus.edu.sg/eltwo/2010/01/29/giving-learners-a-voice-in-correction-and-feedback/

Task 12 Session 13 Assessing listening and speaking skills

Issues in assessing listening and speaking While reading the report by Nakatsuhara (2009) pay attention to page 5 and the authors discussion of the relationship between listening and speaking skills. This is especially relevant when assessing learners through pair-work, group-work or open discussions as listening skills will influence what learners are able to do. http://www.ielts.org/PDF/vol12_report4.pdf

Teaching vs. testing While there is considerable discussion about teaching vs. testing, Herbert (2012) takes the position that it is better to integrate the two. http://pareonline.net/getvn.asp?v=1&n=6The following article discusses the impact of testing on teaching and learning.http://www.amle.org/portals/0/pdf/publications/RMLE/rmle_vol29_no7.pdf

Accuracy vs. fluency Read the discussion by Nakagawa on approaching language learning by focusing on accuracy or fluency and note the strengths and weaknesses of each approach. http://www.geocities.co.jp/collegeLife/9546/papers/paper2

Task 13 Session 14 Microteaching

Reflection Read the reflection by teacher Jeff Bucchino below; note how he focuses on specific incidents and examines these in some detail rather than attempting to describe the whole lesson. Also, note how Jeff uses a structure to focus, support and guide his reflection, for example, event description, feelings and actions and learning point. A key element of reflection is how you feel about the event and this is often overlooked in favour of a description of a series of events. Why do you think it is important to consider the feelings associated with classroom events? http://www.west.asu.edu/pt3/awards/documents/nancykane/reflection.htm

Task 14 Session 15Microteaching

Reflection Note how the teacher approaches reflection systematically, by breaking the lesson down into specific areas. Also notice how she values reflection as a tool for continuing her professional development and learning.

https://docs.google.com/viewer?a=v&q=cache:ybVdanGfLAAJ:www.fyreandlightning.org/jsc/SampleLessonPlans/Lesson%2520Plan%2520Self%2520reflection%2520and%2520Assessment.doc+www.fyreandlightning.org/.../SampleLessonPlans/+.&hl=en&gl=my&pid=bl&srcid=ADGEEShyw6xUkl7bLVIp2tuOFdVkRVeC0ofTP4KOLe-q4v_tnlEKIe9N9UegQImxAC1r07fvgakPNVVZ12JCDjpSvyL3n8VR_kfaP-iXLqC4EgtwgPbp2N4wkHhetxezZDx2zsx8Wpp1&sig=AHIEtbRthu0BRwTEKnfGNyvU9iGZWhTJMQ

Task 15 Session 16 Microteaching

Reflection Peter Papas (2010) has operationalized reflective stages in relation to Blooms Taxonomy. This provides teachers with a graduated framework to support reflection from the more concrete to abstract levels. http://www.peterpappas.com/2010/01/reflective-teacher-taxonomy-reflection.html